Aboriginal and Torres Strait Islander languages have been ignored or suppressed in the education system for generations. Recently this has changed and Aboriginal languages are now being taught at various levels in many places. This book aims to promote discussion and sharing of ideas between existing programs.b&w photographs, tableseducation, bilingual, study and teaching

Aboriginal children in remote communities have the lowest rates of success in school. The reasons for the lack of success are well known, and mainly lie outside of the schools and their programs. Education authorities have made some poor choices in the past. They have not enforced the necessary discipline on children to attend school, and they have placed cultural sensitivity above the needs of the child to cope in the modern economy. More recently they have begun to concentrate on programs in literacy and numeracy, but success is limited because of the perverse incentives of other government initiatives. These initiatives have been blind to the need to deal with the absence of an economy in remote areas, and the absence of a work ethic among Aborigines who are welfare dependent. The absence of the work ethic and the absence of work have severely constrained the returns on the investment in Aboriginal education. The correct policy response to failure at school will be determined not simply by additional programs at school, but by how various issues of transition to the real economy - work, individual obligation, mobility - are managed. The transition will be better managed if educators and governments understand that education is essentially an instrument in economic integration, and that many remote communities are not viable, and where they are not schools should not be used as pawns to keep them afloat. Moreover, educators and governments should understand that western education cannot and should not preserve Aboriginal culture. Most importantly, parents' behaviour needs to change and where incentives to send children to school fail, compulsion must be used.school programs, education policy, literacy and numeracy, employment outcomes

This is a form 2 or year 8 English book used for reading. This book would have been used in all schools over Victoria. It consists of assorted stories and poems. It has 260 pagesThis has social and historical significance as it shows what students of the Kiewa Valley in the 1940's were reading in form 2 or in todays year 8. It was donated by the Davies family from Tawonga, and therefore has good interpretive capacity as it is part of a set of readers for primary and high school students. It is also good for research as a comparative tool to see what students learn now compaired to the 1940'sThe book as a light brown material cover with black writing in front cover and spine. There is a logo of the Victorian Education Department on the front cover. Also in writing "Second Edition" at bottom of front cover. The name G Davies Form 11a is on first inside page.book, school, english, secondary, department-of-education 1940

Vintage SVE Picturol Model Q Film Strip Projector with case and 3 film strips. Circa 1940. Film format 35mm. Projector includes cord with bakelite switch (Garling Hartford Conn) and plug - made in Australia.On side: "PICTUROL PROJECTOR MODEL Q 120 VOLTS 100 wATTS NO 26999 MANUFACTURED BY Society for Visual Education Inc. Lens - S.V.E. Special Series 00-3"film strip, projector

Written on back of photograph, "Ringwood High School. Mr. Bloomfield, MLA. Minister Education. Mr. Bennet, Principal and two school prefects". There is no indication as to the occasion that this photograph was taken on or the date.

Reply to a letter written by the Secretary of the She Oaks, State School, who had summitted a petition against the closing of the school, as they were down to 6 pupils. The Education Department claimed due to a shortage of teachers, the schhol would close.type written letter on paper, on a Education Department letterhead, dated 6th August 1951. Reply to a protest letter, regarding closing of the school.signed by D.H Wheeler, Secretary, Education Department. She Oaks underlined.victoria, education, school, department, , petition, she, oaks, 1286, 1951, closure 1951, section, 25, act, 1928

Section 1. Notes on the use of this resource Section 2. Policy support statements. Aboriginal Studies Policy Statement of Victorian Aboriginal Education Association Incorporated (VAEAI) National Principles and Guidelines for Aboriginal Studies and Torres Strait Islander Studies, K-12 Principles for the Introduction of Aboriginal Perspectives in the Curriculum of the Catholic School (Catholic Education Commission of Victoria Policy 1.3, 1987) Section 3. Language, culture and viewpoint: issues of terminology Section 4. Units of work Unit 1. Koorie people of south-east Australia: a contemporary view Unit 2. On sacred ground Unit 3. Koorie life in the pre-contact era Unit 4. Mulla Meea-Baa Gnuenjall: a long time ago, and today Unit 5. The land we share: human stories in the environment Unit 6. Frontier wars Unit 7. Aboriginal mission stations and reserves in Victoria Unit 8. Land, law and indigenous Australians Section 5. Directory of indigenous organisations and affiliated groups/?agencies. National organisations Victorian organisations Catholic Education Commission of Victoria Indigenous Education personnel Organisations within regions of the Archdiocese of Melbourne Organisations within regions of the Ballarat Diocese Organisations within regions of the Sale Diocese Organisations within regions of the Sandhurst Diocese Cultural centres/?camps across Victoria.maps, b&w photographsvaeai, history, curriculum development, koorie studies, catholic education commission of victoria, secondary school education,

(1) Tracing paper and paper plans, Preliminary Landscape Plan by Steve Mullany, Lecturer Amenity Horticulture Dept. V.C.A.H. Burnley, Sheet 1 of 1 May 2, 1988. (2) 1 tracing paper and 2 paper copies State Schools' Nursery: Proposed Landscape Working Drawing Energy Education Centre Burnley by E.A.H. June 1988. (3) 2 copies State Schools' Nursery: Proposed Landscape Working Drawing Energy Education Centre Burnley, by EAH 18 June 1988 (Details). (4) 2 copies as (3) Pond Plans & Details 16 June 1988. (5.) Designs for small plans of above.vcah, steve mullany

An outline of education in Greensborough including Greensborough Primary School Newspaper clipping, black and white text and image.greensborough primary school

Student Reports - Board of Forestry Education 1957 - 1982Document

Students in a physical education class. Date and location unknown.sport, physical education

Report form on pale green paper with hand written comments. List of subjects of examination and results achieved.Official stamp of the Education Department Victoria. Signature A James representing the Secretary. Purple stamp "Passed" beside subjects examined. Date of examination. Dated of report. Initials on top left corner.albert a w steane, a james, education department of victoria, bendigo, certificate of competency, steane

Award from the Education Department, Department of Culture and the World Zionist Organisation presented to Bialik College in 1956 in honour of Yom Haatzmaut. Signed 16 April 1956. Student Memorabilia collected from the Education Department and the Department of Culture in the Diaspora in 1956.carlton, drummond street carlton, kindergarten, hebrew school, drummond street, early learning centre, yom haatzmaut, festival, zionist, israel

John Arnold Seitz (1883-1963) was the Director of Education from 1936-1948. Prior to joining the State Education system he was a senior master at Scotch College, Melbourne, from 1910-1914. He then became Headmaster of Hamilton College, 1915-1921.Certificate printed on beige paper. Name and signature added Certificate number - 25646 Signature of Director: A J Seitz Certificate made out to Geoffrey L Allen